Analyzing Primary Sources ASSIGNMENT: You have learned that the historian’s craf

Analyzing Primary Sources
ASSIGNMENT: You have learned that the historian’s craft involves using evidence from the past to learn and write about what happened. This evidence comes in the form of primary sources, or first-hand accounts or artifacts from the time period that the historian is writing about or studying. These sources provide the foundation for any historical narrative. Throughout this course, we have introduced you to the skill of Analyzing Primary Sourcesand to numerous primary sources that professional historians have used to develop a narrative of U.S. history. Now, you will have the opportunity to practice the historian’s craft by reading and analyzing two primary sources yourself.
Keep in mind that the same skills you use to read and analyze historical sources can also be applied to current sources of information, such as newspaper articles, social media posts, television reports, and commercial advertisements. By practicing these skills now, you will not only develop your ability to perform historical research and think like a historian, you will also become a more skilled consumer of information in general. To complete this assignment, download the submission template below. You will return the completed template as your Touchstone submission.
Touchstone 4: Analyzing Primary Sources Template
Touchstone 4: Analyzing Primary Sources Sample
In order to foster learning and growth, all work you submit must be newly written specifically for this course. Any plagiarized or recycled work will result in a Plagiarism Detected alert. Review Touchstones: Academic Integrity Guidelines for more about plagiarism and the Plagiarism Detected alert. For guidance on the use of generative AI technology, review Ethical Standards and Appropriate Use of AI.
A. Directions
Step 1: Choose Two Primary SourcesReview the Touchstone 4: Primary Source List and select two primary sources from the list for your assignment. The primary sources you choose should come from different time periods. Submissions that analyze primary sources that are not on the provided list will be returned ungraded.
Step 2: Read and Analyze Each SourceRead and analyze each source by following the instructions outlined below. Record your responses in the Touchstone 4: Analyzing Primary Sources Template.
Part 1: Meet the Primary Source
What type of primary source is this? Types could include a letter, speech, court transcript, legislation, diary entry, photograph, artifact, map, broadside, circular, political cartoon, artwork, etc.
Provide a brief description of something you notice about the source, as if you were explaining to someone who can’t see it.For example, you might describe its physical appearance, its formal title (if it has one), its type of language, its size or length, or anything else in particular that stands out to you.
Part 2: Observe its Parts
Who wrote it or created it? Was it one person, or was it a group, like an organization? When was it written or otherwise created?
What are two things you know about the personal background or beliefs of the person or group who created it? Was the source meant to be public or private? If public, who do you think was the intended audience? HINT
You may need to use the internet to help you research these questions.Part 3: Interpret its Meaning: Historical Context
Describe two other things that were happening at the time the source was created.Careful! In some cases, this could be different from the time the source describes or portrays. How does that context (or background information) help you understand why it was created?
HINT
If needed, revisit the US History I tutorials. The four time periods in the Primary Source List correspond to the four Units of the course. Navigate to the most relevant course unit and explore tutorials. Then find information to relate each primary source to its specific historical context.Part 4: Interpret its Meaning: Main Point and Purpose
What is the main idea or point of the source? Use specific evidence from the source itself to support your answer.
Why do you think this primary source was made? Provide evidence from your prior responses to support your answer.For example, was its purpose simply to inform? To persuade? To sensationalize? Or something else? Part 5: Use it as Historical Evidence
What are two historical questions this source could help you to answer? What are two pieces of information the source presents that you should “fact check” (verify as true) by checking other primary or secondary sources?
This primary source shows one perspective on this event or topic. What are two other perspectives you should get to better understand this event or topic, and why?
Refer to the checklist below throughout the writing process. Do not submit your Touchstone until it meets these guidelines.
❒ Did you select two primary sources from the Touchstone 4: Primary Source List?
❒ Did you select sources from different time periods?
❒ Did you complete all sections of the template for both sources?
❒ Did you review the grading rubric and compare it to your responses?
❒ Did you review the sample to see an example of a completed assignment?
❒ Did you proofread your work for proper grammar, punctuation, spelling, and capitalization?
B. Rubric
Advanced (100%)Proficient (85%)Acceptable (75%)Needs Improvement (50%)Non-Performance (0%)
Meeting the Primary Source (10 points)
Identifies and describes the source.Shows a detailed understanding of what types of primary sources have been selected, and provides a description of one aspect of both sources.Shows a general understanding of what types of primary sources have been selected, and provides a description of one aspect of both sources.For one or both sources, shows a limited understanding what type of primary source has been selected, but still provides a description of one aspect of both sources.Shows little to no understanding of what types of primary sources have been selected, and/or the descriptions of the sources are inaccurate or confused.Both sources are entirely misidentified, or so little work has been submitted that no points can be given.
Observation of its Parts (20 points)
Identifies the author, date, and audience.
Author, date, and likely intended audience are fully and accurately identified for both sources. Two insights into the author’s background are provided or, if the author is anonymous or unidentifiable, informed speculation is made about the likely background of the source’s author. Most of the elements are met for both sources: author, date, and likely intended audience are accurately identified; two insights into the author’s background are provided; or, if the author is anonymous or unidentifiable, informed speculation is made about the likely background of the source’s author. Some of the elements are met for one or both sources: author, date, and likely intended audience are accurately identified; two insights into the author’s background are provided; or, if the author is anonymous or unidentifiable, speculation is made about the likely background of the source’s author. Few of the elements are met for one or both sources: author, date, and likely intended audience are accurately identified; two insights into the author’s background are provided; or, if the author is anonymous or unidentifiable, speculation is made about the likely background of the source’s author. Both sources are entirely misidentified, or so little work has been submitted that no points can be given.
Interpreting Meaning: Historical Context (20 points)
Interprets the historical context of the source.
Demonstrates in-depth knowledge of the time period in which the sources were written, and relates each primary source to its specific historical context.Demonstrates general knowledge of the time period in which the sources were written, and relates each primary source to its specific historical context.For one or both sources, demonstrates general knowledge of the time period in which the source was written, but may not relate the primary source to its specific historical context.For one or both sources, demonstrates very limited knowledge of the time period in which the source was written and therefore cannot relate the primary source to its specific historical context.For both sources, completely misidentifies the historical context, or so little work has been submitted that no points can be given.
Interpreting Meaning: Main Point (20 points)
Interprets the main point of the source.
Clearly interprets the main idea or point of both sources using specific evidence from the sources themselves to support the interpretation. Clearly interprets the main idea or point of the sources using specific evidence from the sources themselves to support the interpretation, but the interpretation of one source may be stronger than the other. Interprets the main idea or point of both sources, but one or both interpretations may show a more limited understanding of the sources or lack specific evidence to support the interpretation. Attempts to interpret the main idea or point of both sources, but one or both interpretations show substantial misunderstanding or incompleteness.Both sources are completely misinterpreted, or so little work has been submitted that no points can be given.
Interpreting Meaning: Purpose (20 points)
Interprets the purpose of the source.
Clearly interprets the purpose of both sources by drawing specific connections to other aspects of the sources such as author, audience, or historical context.Clearly interprets the purpose of both sources by drawing specific connections to other aspects of the sources such as author, audience, or historical context, but the interpretation of one source may be stronger than the other. Interprets the purpose of both sources by drawing general connections to other aspects of the source such as author, audience, or historical context, but one or both interpretations may show a more limited understanding of the sources.Attempts to interpret the purpose of both sources, but one or both interpretations show substantial misunderstanding or incompleteness.Both sources are completely misinterpreted, or so little work has been submitted that no points can be given.
Use as Historical Evidence (20 points)
Identifies historical evidence for the source.
For both sources, two relevant historical questions, two pieces of information to fact check, and two other needed perspectives are identified. Response demonstrates thoughtful reflection and a strong understanding of how to use primary sources as historical evidence.For both sources, two relevant historical questions, two pieces of information to fact check, and two other needed perspectives are identified. Response demonstrates a general understanding of how to use primary sources as historical evidence.Most of the elements are met for both sources: two relevant historical questions, two pieces of information to fact check, and two other needed perspectives are identified. Response demonstrates a more limited understanding of how to use primary sources as historical evidence.Few of the elements are met for one or both sources: two relevant historical questions, two pieces of information to fact check, and two other needed perspectives are identified. Response demonstrates a very limited understanding of how to use primary sources as historical evidence.Response shows little to no understanding how to use primary sources as historical evidence, or so little work has been submitted that no points can be given.
Conventions (10 points)
Submission follows conventions for standard written English and meets requirements. There are almost no errors in grammar, punctuation, spelling, and capitalization; all length and formatting requirements are met.There are minor errors in grammar, punctuation, spelling, and capitalization that do not impede readability; length and formatting requirements are nearly met.There are frequent errors in grammar, punctuation, spelling, and capitalization that somewhat impede readability; length and formatting requirements are nearly met.There are consistent errors in grammar, punctuation, spelling, and capitalization that significantly impede readability; length and formatting requirements are not met.Submission does not meet the minimum threshold for points to be awarded.
C. Requirements
The following requirements must be met for your submission to be graded:
Choose primary sources only from the provided list.
Use a readable 11- or 12-point font.
Composition must be original and written for this assignment and all writing must be appropriate for an academic context.
Plagiarism of any kind is strictly prohibited.
Submission must include your name and the date.
Include all of the assignment components in a single .doc or .docx file.
Adapted from Understanding Perspectives in Primary Sources, The National Archives

1. Petrarch’s Canzoniere and Boccaccio’s Decameron are very different types of l

1. Petrarch’s Canzoniere and Boccaccio’s Decameron are very different types of literary works. However, one could argue that they both reflect Renaissance Humanism, much like Dante’s Inferno. For your response please discuss how these works reflect Humanist ideas and what they may tell us now in 2013 about the culture of Renaissance Florence. The total word count for the response should be at least 475 words.

Write a 2- to 3-page (500- to 750-word) article addressing the following: Identi

Write a 2- to 3-page (500- to 750-word) article addressing the following:
Identify a current aspect of labor that should be improved in your region, community, or family.
Draft a headline for your article that best captures a descriiption of your social movement.
Describe the origin of the labor issue and connect it to a labor movement discussed in this week’s resources or to another cause. Be as specific as you can.
Define the change(s) you wish to see.
Explain what steps or actions will bring about the needed change(s).
Include a summary paragraph that will inspire people to join you.
Ness, I. (Ed.). (2015). Labor movement. In Encyclopedia of American social movementsLinks to an external site. (1st ed.). Routledge. https://ebookcentral.proquest.com/lib/waldenu/reader.action?docID=3569966
Introduction (pp. 455–457)
Labor Movement, 1877–1919 (pp. 504–519)
Railroad Workers Movement (pp. 533–542)
Steelworkers Movement (pp. 543–547)
Labor Movement and the Vietnam War (pp. 643–645)
Labor Movement, 1981–Present (pp. 650–660)
Organized Labor, Consumption, and Boycotts (pp. 680–686)

1. What types of sources could be used to research the economic impact of the wo

1. What types of sources could be used to research the economic impact of the women’s movement? What about its social impact? Develop relevant search terms.
2. Congress held its final vote to approve the Nineteenth Amendment on June 4, 1919. Was this a necessary or a contributory cause of the success of the woman suffrage movement?
3. The National American Woman Suffrage Association supported the U.S. decision to enter World War I and publicly encouraged women to support the war effort. Was this a necessary or a contributory cause of the success of the woman suffrage movement?
4. Look at this website for information about women’s suffrage at the Library of Congress: http://www.loc.gov/teachers/classroommaterials/primarysourcesets/womens-suffrage. Using the A.R.I.A. criteria, answer the following questions:
What is the purpose of this website? Is the information on this website easy to locate? Can you use a search box or a navigational menu? How reliable and current is the information presented? Would this website be appropriate to use in a research paper?
5. Look at this website about the Paycheck Fairness Act: https://www.aclu.org/equal-pay-equal-work-pass-paycheck-fairness-act. Using the A.R.I.A. criteria, answer the following questions:
Who sponsors this website? Is it easy to navigate and find information? Is it modern-looking? How current and accurate is the information on the website? Does it promote a specific opinion or point of view? Would this website be appropriate to use in a research paper?
6. Accuracy: Are references provided? Does the reference list include other scholarly sources?
Relevancy: Would this article be useful for a paper examining the similarities between political sentiment in states that granted women the right to vote before the Nineteenth Amendment? Would it be useful in an essay focusing on the National Woman Suffrage Association (NWSA), an activist group based in New York that was dedicated to nationwide woman suffrage?
Intent: What is the point of this article? Is the author making an argument?
Authoritativeness: What are the author’s credentials? What about the publications?
7. Building on the keywords you identified in Module Two: Approaches to History, continued, and the research of secondary sources you have done so far, what subjects, events, people, and periods are related to the topic you have chosen for your historical event analysis essay? Identifying these pieces will be useful as you search the primary source databases
8. Who (either a single person or an organization) created this poster? Why did this person or organization write it?
Who is the intended audience? What methods does the creator(s) use to target this audience? How might the intended audience have encountered this poster?
.9. Can you detect any biases in this source? What words does the creator use that might point to his or her biases or assumptions?
What biases might you bring to your interpretation of the source?
10. What types of sources could be used to research the economic impact of the women’s movement? What about its social impact? Develop relevant search terms.
11. Congress held its final vote to approve the Nineteenth Amendment on June 4, 1919. Was this a necessary or a contributory cause of the success of the woman suffrage movement?
12. The National American Woman Suffrage Association supported the U.S. decision to enter World War I and publicly encouraged women to support the war effort. Was this a necessary or a contributory cause of the success of the woman suffrage movement?
13. Look at this website for information about women’s suffrage at the Library of Congress: http://www.loc.gov/teachers/classroommaterials/primarysourcesets/womens-suffrage. Using the A.R.I.A. criteria, answer the following questions:
What is the purpose of this website? Is the information on this website easy to locate? Can you use a search box or a navigational menu? How reliable and current is the information presented? Would this website be appropriate to use in a research paper?
14. Look at this website about the Paycheck Fairness Act: https://www.aclu.org/equal-pay-equal-work-pass-paycheck-fairness-act. Using the A.R.I.A. criteria, answer the following questions:
Who sponsors this website? Is it easy to navigate and find information? Is it modern-looking? How current and accurate is the information on the website? Does it promote a specific opinion or point of view? Would this website be appropriate to use in a research paper?
15. Accuracy: Are references provided? Does the reference list include other scholarly sources?
Relevancy: Would this article be useful for a paper examining the similarities between political sentiment in states that granted women the right to vote before the Nineteenth Amendment? Would it be useful in an essay focusing on the National Woman Suffrage Association (NWSA), an activist group based in New York that was dedicated to nationwide woman suffrage?
Intent: What is the point of this article? Is the author making an argument?
Authoritativeness: What are the author’s credentials? What about the publication’s
16. Building on the keywords you identified in Module Two: Approaches to History, continued, and the research of secondary sources you have done so far, what subjects, events, people, and periods are related to the topic you have chosen for your historical event analysis essay? Identifying these pieces will be useful as you search the primary source databases.
17. Who (either a single person or an organization) created this poster? Why did this person or organization write it?
Who is the intended audience? What methods does the creator(s) use to target this audience? How might the intended audience have encountered this poster?
18. Can you detect any biases in this source? What words does the creator use that might point to his or her biases or assumptions?
What biases might you bring to your interpretation of the source?

n this essay, I want you to think about culture and how it spreads. We’ve covere

n this essay, I want you to think about culture and how it spreads. We’ve covered three main new cultures: Greek (Hellenism), Roman, and Christian. Write an essay in which you describe what is unique about one of these cultures and how/why it was able to spread beyond the location of its development. the one source you are allowed to use is Lualdi, Sources of The Making of the West, Vol 1. 6th edition. MacMillian 2019. no others. I will send you some of the relevant chapters through the messages. for the culture in question, i want you to focus on Christianity.

the exact instructions from my professor will be included in the pictures below.

the exact instructions from my professor will be included in the pictures below. PROMPT:
Imagine that you are an abolitionist in the 1850s who believes that slavery must be ended immediately. You have read the pro-slavery editorial in a southern newspaper and want to write a letter in response, explaining why slavery cannot be tolerated any longer. Use the course materials to write a letter to the newspaper full of specific examples from the course materials explaining why you believe the editorial is wrong, and that slavery must be ended.
-Your letter should be 550-700 words
-Do not use outside sources
– You must use and cite several sources in the module 3 folder, in addition to the textbook
sources that were given from the professor in our module 3 folder:
Pro-Slavery Newspaper Article, The Spectator (1859)-
https://chnm.gmu.edu/exploring/19thcentury/debateoverslavery/pop_spectator2.html
Angelina Grimke Speech at Pennsylvania Hall (1838)-
https://www.pbs.org/wgbh/aia/part4/4h2939t.html
Attached, you will find:
– images of the direct instructions from my professor
– PDF form of chapter 5 & 6 from our textbook (you will need to use them to cite evidence as well as the links I have provided above)
– PDF form of Bennett Barlow Plantation Rules (1838) — this was a source that I could not directly link
– the rubric for this assignment
my name for the letter- Isha Letherwala
Please message me if you have any questions.

What were some of the difficulties surrounding drafting and ratification of the

What were some of the difficulties surrounding drafting and ratification of the Constitution?
What events on the ground and internationally influenced the creation of the Constitution? And
Were the political positions that emerged in response to designing an American government? I just need a few citations from this PowerPoint.

How was the meaning of “freedom” being defined in the U.S. in the late 1800s? W

How was the meaning of “freedom” being defined in the U.S. in the late 1800s? What does freedom mean to people in that time period and who is excluded from this definition of freedom and why? Please provide details, at least one example and historical analysis to support your argument. Your essay should be 1-2 pages.

Students will submit a single phrase or sentence to select a topic for their fin

Students will submit a single phrase or sentence to select a topic for their final historiographic paper. Topic choice followed by opening presentation of topic selected. Give ample time in the next few days to determine your historiography paper topic. This can be quite time consuming, so best to start early. Reminder that a historiography paper focuses on INTERPRETATIONS of historical events/persons/eras. Your focus will be on what HISTORIANS THEMSELVES have said about the past, not on the past itself. For instance, say you chose to write about the crusades, you would not write about the crusades but rather what, why, and how historians have said about the crusades. (That is just an example I don’t want the paper to be about the crusades) You can pick any historical topic you’d like, I plan on hiring you for all the papers and assignments in this course so please don’t take the paper on if you can’t work with me over the next 8 weeks. I will award a end of course tip bonus if the class is completed with an A. Just a simple statement at this point about what you want to research. it can be any topic as long as your approach is historiographical, meaning you are studying historical interpretations of events and persons and not the events or persons themselves. I will upload some lectures from this week regarding histography. No AI or chat GTP everything will be checked via turn it in.